Given recent Federal Government and business community emphasis on integrated vocational and academic education, a telephone survey of community colleges was made to explore what forms such integration is taking. Information was gathered through telephone contact with 45 community college officials recruited through a mailed questionnaire to a randomly selected sample of 295 community colleges and institutes and 4 site visits. The results indicated a variety of approaches to integrating occupational education; these were summarized as eight models: (1) general education requirements; (2) applied academic courses; (3) cross-curricular efforts--incorporating academic skills in occupational programs; (4) incorporating academic modules in expanded occupational courses; (5) multidisciplinary courses combining academic perspectives and occupational concerns; (6) tandem and cluster courses and learning communities; (7) colleges-within-colleges; and (8) remediation and English-as-a-Second-Language (ESL) programs with an occupational focus. Barriers to integration included disciplinary specialization, the status difference between occupational and academic instructors, lack of leadership for curriculum reform, and independent divisions in colleges. However, benefits were also cited, such as increasing student competencies and integrating the faculty. (Contains 69 references.) (KC)